Action! suspense! culture! insight! : reading stories in the classroom

Running title: Reading stories in the classroomAt head of title: Center for the Study of Reading.Bibliography: leaves 32-39Supported in part by the National Institute of Education under contract no. US-HEW-C-400-81-003

WRITING FOR EACH OTHER: DYNAMIC QUEST GENERATION USING IN SESSION PLAYER BEHAVIORS IN MMORPG

Role-playing games (RPGs) rely on interesting and varied experiences to maintain player attention. These experiences are often provided through quests, which give players tasks that are used to advance stories or events unfolding in the game. Traditional quests in video games require very specific conditions to be met, and for participating members to advance them by carrying out pre-defined actions. These types of quests are generated with perfect knowledge of the game world and are able to force desired behaviors out of the relevant non-player characters (NPCs). This becomes a major issue in massive multiplayer online (MMO) when other players can often disrupt the conditions needed for quests to unfold in a believable and immersive way, leading to the absence of a genuine multiplayer RPG experience. Our proposed solution is to dynamically create quests from real-time information on the unscripted actions of other NPCs and players in a game. This thesis shows that it is possible to create logical quests without global information knowledge, pre-defined story-trees, or prescribed player and NPC behavior. This allows players to become involved in storylines without having to perform any specific actions. Results are shown through a game scenario created from the Panoptyk Engine, a game engine in early development designed to test AI reasoning with information and the removal of the distinction between NPC and human players. We focus on quests issued by the NPC faction leaders of several in-game groups known as factions. Our generated quests are created logically from the pre-defined personality of each NPC leader, their memory of previous events, and information given to them by in-game sources. Long-spanning conflicts are seen to emerge from factions issuing quests against each other; these conflicts can be represented in a coherent narrative. A user study shows that players felt quests were logical, that players were able to recognize quests were based on events happening in the game, and that players experienced follow-up consequences from their actions in quests

A Review of Story Grammars

The purpose of this paper is to review the studies on the narrative discourse. First, it will describe the historical background and the eventual emergence of the story grammar or story schema. Particular attention will be given to the models of story grammar developed by cognitive psychologists. The story grammar which was originally proposed by Rumelhart (1975) and its subsequent revisions will be reviewed by pointing out some of the critical drawbacks in these schemata. Secondly, studies on children's narratives in the framework of the story grammar will be reviewed with an attempt at finding out the implications of the story grammar for the children's comprehension and production of stories. Thirdly, some suggestions for the use of story grammars in the study of children's story production and some possible ways of revising the models of story grammar which are currently employed by psychologists will be made

Planning multisentential English text using communicative acts

The goal of this research is to develop explanation presentation mechanisms for knowledge based systems which enable them to define domain terminology and concepts, narrate events, elucidate plans, processes, or propositions and argue to support a claim or advocate action. This requires the development of devices which select, structure, order and then linguistically realize explanation content as coherent and cohesive English text. With the goal of identifying generic explanation presentation strategies, a wide range of naturally occurring texts were analyzed with respect to their communicative sttucture, function, content and intended effects on the reader. This motivated an integrated theory of communicative acts which characterizes text at the level of rhetorical acts (e.g., describe, define, narrate), illocutionary acts (e.g., inform, request), and locutionary acts (e.g., ask, command). Taken as a whole, the identified communicative acts characterize the structure, content and intended effects of four types of text: description, narration, exposition, argument. These text types have distinct effects such as getting the reader to know about entities, to know about events, to understand plans, processes, or propositions, or to believe propositions or want to perform actions. In addition to identifying the communicative function and effect of text at multiple levels of abstraction, this dissertation details a tripartite theory of focus of attention (discourse focus, temporal focus, and spatial focus) which constrains the planning and linguistic realization of text. To test the integrated theory of communicative acts and tripartite theory of focus of attention, a text generation system TEXPLAN (Textual EXplanation PLANner) was implemented that plans and linguistically realizes multisentential and multiparagraph explanations from knowledge based systems. The communicative acts identified during text analysis were formalized as over sixty compositional and (in some cases) recursive plan operators in the library of a hierarchical planner. Discourse, temporal, and spatial focus models were implemented to track and use attentional information to guide the organization and realization of text. Because the plan operators distinguish between the communicative function (e.g., argue for a proposition) and the expected effect (e.g., the reader believes the proposition) of communicative acts, the system is able to construct a discourse model of the structure and function of its textual responses as well as a user model of the expected effects of its responses on the reader's knowledge, beliefs, and desires. The system uses both the discourse model and user model to guide subsequent utterances. To test its generality, the system was interfaced to a variety of domain applications including a neuropsychological diagnosis system, a mission planning system, and a knowledge based mission simulator. The system produces descriptions, narrations, expositions, and arguments from these applications, thus exhibiting a broader range of rhetorical coverage than previous text generation systems